(PS11-D78) The Impact of the COVID-19 Pandemic on Access and Utilization of Transition Planning Services and Self-determination in Autistic High School Students

Adolescence is a critical period of transition for autistic youth. Mandated school supports end after graduation, requiring teens to self-advocate. Families are entitled to utilize transition planning services (TPS; e.g., services that promote post-secondary education, vocational training, employment, and independent living). Self-determination (SD) is the set of skills needed to become a primary causal agent in one’s own life and has been related to positive adult outcomes. COVID-19 related school closures have been linked to increased mental health challenges in transition-aged autistic youth. Research has not examined the impact of school closures during the pandemic on TPS use and SD skills.  

We examine the utilization of TPS by autistic teens during the COVID-19 pandemic, determine the impact of race, ethnicity, and school rurality on family’s access to TPS, and determine if access to TPS is related to higher levels of SD.

Participants were 56 autistic teens (79% male, 78% white) between 14-18 years old (M=16.07, SD=1.24) with FSIQ > 80 (M=99.88, SD=13.20) who met DSM-5 criteria for ASD supported by the SCQ. Parents reported whether their child received TPS during the 2020-21 and 2021-22 school years. For a subset of participants (n=20), teachers reported on whether students received TPS during the same years. Teens completed the American Institutes for Research Self-Determination Scale (AIR-SDS). The AIR-SDS measures overall SD skills and opportunities to practice SD at home and at school. Bivariate correlations were used to examine the consistency between parent and teacher report of student access to TPS. Independent samples t-tests were used to examine the impact of race, ethnicity, rurality on accessing TPS. Finally, independent samples t-tests were used to measure if SD was greater in students that were accessing TPS.   

For the 20-21 school year 30% of parents reported that their child accessed TPS. This rose to 45% midway through the 21-22 school year. Teachers reported 90% of their students accessed TPS during both school years. Parent and teacher report of TPS access were not correlated for the 20-21 school year, but were strongly correlation for the 21-22 school year (r = .579, p< .001). No differences were found with respect to race, ethnicity, rurality between students who did and did not receive TPS during the 21-22 school year (t=1.22, p=.21; t = -.22, p=.83; t=-1.40, p=.17). Students that were receiving TPS were found to have significantly greater opportunities to practice SD at school than those who did not receive those services (t=2.09, p=.04). Opportunities at home and SD skills were not significantly different between students who did and did not receive TPS (t=1.08, p=.28; t=.94, p=.35).

Results indicate a discrepancy between what TPS parents and teachers reported during the 20-21 school year. This difference may be explained by the difference in setting: In 20-21 most schools were hybrid where in 21-22 all schools in this sample are full-time in person. The hybrid model may have reduced engagement from families in TPS. Additionally, results highlight the importance of TPS in relation to the opportunities to practice SD at school. Future research should examine how accessing TPS impacts SD and other key outcomes longitudinally.